Peer Critiquing
For OBVIOUS resons, when thinking of strengths of VTSing as a peer, you can only imagine the positives. I love to constructively critique each piece of art that I come across. It is in my nature to do so. Therefore, I am a active critiquer of student art products. I know what makes a good design. I know the design process. I also know if used, that the process works. I think that peer critiquing helps take students to the next level with their work (not changing their ideas of course). It seems that with High Schoolers, they never go beyond their first idea. In other words, I get the vibe that usually they think their first idea is always the best. A good critiquing session can push them to generate more ideas.
A main weakness that could derive from the critiquing method would be the confidence crusher portion. Students at the high school level do not take kindly to criticism, wheter construcive or not. Alot of times, they want to "give up" when asked to reevaluate their work of art. Sometimes they even tend to try and become your Robot and not even try on their own, but seemeingly depend on constant direction from you, the critiquer.
Students do not respond well to writing period. I cannot begin to tell you how students react when told to write anything. So, when asked to write, I got a negative response. Students when verbally critiquing need prompting. Once you get them going, and they see that it is not a vicsious cycle, but a means of collaborative achievement, they seem to be more ready and active.
I would repeat this approach, but would put much more focus on the process.
More focus would be placed on the art of constructive criticism, or making them understand that it is okay to critique works of art. That it is a valuable tool. I would do this in efforts to get a more activie initial process.
A main weakness that could derive from the critiquing method would be the confidence crusher portion. Students at the high school level do not take kindly to criticism, wheter construcive or not. Alot of times, they want to "give up" when asked to reevaluate their work of art. Sometimes they even tend to try and become your Robot and not even try on their own, but seemeingly depend on constant direction from you, the critiquer.
Students do not respond well to writing period. I cannot begin to tell you how students react when told to write anything. So, when asked to write, I got a negative response. Students when verbally critiquing need prompting. Once you get them going, and they see that it is not a vicsious cycle, but a means of collaborative achievement, they seem to be more ready and active.
I would repeat this approach, but would put much more focus on the process.
More focus would be placed on the art of constructive criticism, or making them understand that it is okay to critique works of art. That it is a valuable tool. I would do this in efforts to get a more activie initial process.
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2 comments:
You said, "A main weakness that could derive from the critiquing method would be the confidence crusher portion. Students at the high school level do not take kindly to criticism, whether construcive or not. Alot of times, they want to "give up" when asked to reevaluate their work of art. Sometimes they even tend to try and become your Robot and not even try on their own, but seemeingly depend on constant direction from you, the critiquer." This is why I believe VTS to be the PERFECT peer critique method (Surprised, right?) With VTS critique, students are simply asked to "read" and interpret the image produced by a peer. If the meaning that the peers take from a student's work is what the student meant, then they can simply enhance what they've got. (Answer the question, "What could make this piece even better?) Here is my recommendation for peer VTS critique:
Begin by having the student write (on computer or iPad) an artist statement. They might even text it to their esteemed instructor; or Tweet it in a couple of installments. Whatever writing format you can get them to do. Then, have a small group of peers VTS the work. If peers miss the point or message, the student has two choices; s/he can either explore ways to clarify their message by revising it with your suggestions or they can take it in the direction peers believe it is going and enhance it. Either way, the student revises the work and, hopefully, makes it better. Knowing that they will do this regularly SHOULD motivate the student to focus on meaning and the art methods and materials that will best convey what they have to say. The cool thing about VTSing the work as critique is that students peers aren't attackng the work; they are simply revealing the meaning they are taking from the work. Only you (because you read the Artist Statement) and the student will know if the work has missed its mark, so their self-esteem should remain in tact. Be sure to set ground rules, too. Students can only respond based on what they understand and must back up their comments with evidence from the work. Amy had students VTS a piece of her own work before students VTSed their work to show how she valued the ideas of the students and could accept their "readings" of her work constructively and as fuel for improving the piece.
As an artist yourself, you know that many times, something that you initally create doesn't completely satisfy you, but the more you work on it and tweak it, the closer it comes to being either what you intended...Or more exciting still, your creation evolves into something totally surprising and wonderful that you hadn't planned at all in the beginning stages. (Eisner calls changing directions in the creative process, flexible purposing!). Such revisions occur because we think through the materials and students need to be reminded that this is all part of the process. How many works of art hanging on museum walls are EXACTLY what the artist intended or something the artist produced on the first shot?? I overheard a kindergarten art teacher tell her students once, "If you don't love it, it's just not done." I LOVED THAT and it's a good reminder not to ever give up.
Okay, I'm off my soapbox now! This was clearly an intriguing post for me!! Nice job!
Thanks Mary...you are truly inspiring. I will most definitely take this soulful or "soapful" advice and apply it :0)
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